ALLIANT INTERNATIONAL UNIVERSITY/CSPP One Beach Street, Suite 100 San Francisco, CA94133 SYLLABUS Course Title: Intellectual Assessment Course Number:Psy 6501 Course Units: 2 School/College: Alliant International University/California School of Professional Psychology Term/Year: Fall 2009 Location: San Francisco Campus Day/Time: Monday 10-11:50 am Lab: Monday 9-9:50 Instructor:Roberta Gambetti, Ph.D. Office Location: Adjunct Faculty Office Email and Phone:rgambetti@sbcglobal.netand (510) 612.7090 Office hours by appointment Grading: Letter grade Teaching Assistants: TBD I.RATIONALE: The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum.The first year Intellectual Assessment course introduces the G-1 student to Assessment.Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes or objectives. This course helps in the fulfillment of the following PhD program learning outcome: To develop an understanding of psychological assessment, specifically assessment of cognitive functioning, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse populations. 1.Demonstrate proficiency in applying methods of psychological assessment, including clinical observation, tests of intelligence and achievement. 2.Interpret and synthesize findings from psychological tests and other data to produce a comprehensive narrative of findings, impressions and recommendations. 3.Demonstrate understanding of, and sensitivity to, the role of cultural factors in the diagnostic and evaluation process. II.COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND ASSESSMENT:
COURSE DESCRIPTION:This course will focus on the theory and practice of administration, scoring, and interpretation of current measures of intellectual and cognitive functioning, with special emphasis on the Wechsler Adult Intelligence Scale-IV (WAIS-IV) and the Wechsler Intelligence Scale for Children-IV (WISC-IV).Students will also be introduced to screening tests for the assessment of achievement, learning disabilities, adaptive behavior, memory and other cognitive functions.Issues and controversies regarding the concept of intelligence and the assessment of cognitive and intellectual functioning, particularly in diverse populations, will be addressed.Finally, the course will address the integration of clinical data and test results into a cogent case presentation and well-written psychological assessment report.
PURPOSE OF THE COURSE:By the end of the course, students have an understanding of the basic concepts of psychological assessment and will be able to administer, score and interpret the WAIS-IV and WISC-IV.Students will be able to assess the need for and appropriate choice of additional measures to support hypotheses about an individual’s intellectual strengths and weaknesses.In addition, they will learn to write a cogent assessment report and make a well-prepared assessment case presentation to the class.
SPECIFIC LEARNING OUTCOMES:
Specifically, upon completion of the course, students will have: 1. The ability to understand concepts and methods of test construction. 2.The ability to administer an intellectual assessment, to interpret results, and based on the findings, complete a psychological report in an objective and accurate manner. 3.The ability to identify assessment tools appropriate to the clinical questions presented and to administer or arrange for the administration of an intellectual assessment battery tailored to these specific needs. 4.The ability to develop a diagnostic impression based on DSM-IV criteria from data obtained during intake interviews, from psychological testing, from review of prior treatment records, and/or from observations during psychological treatment sessions. 5.The ability to understand the effects of race, class culture and gender on assessment procedures and outcomes. D.INSTRUCTIONAL STRATEGY: This course involves lecture, reading, demonstration, practice, and discussion.There is a required 1 hour lab during which time teaching assistants will work with students on administration, scoring, and interpretation.Additional resources will be available online.Homework assignments and due dates are listed below.
CLASS COMPONENT ON MULTICULTURAL AND INTERNATIONAL ISSUES:
This class is focused on the examination of multicultural issues such as race, class, gender, culture, and sexual orientation as they relate to assessment.International perspectives in the course are focused on the psychological experience of immigration as it relates to assessment of an individual.Readings, class discussion and assignments address these issues. F.DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS (see university policies below): 1.Class attendance and participation, including participation in class discussions and exercises. 2.Class attendance is expected.If you find it impossible to attend, please notify me by sending me an email to rgambetti@sbcglobal.net prior to the class you will miss.One missed class will be excused for circumstances beyond your control, however, when two or more classes are missed, it will be at the discretion of the instructor whether the student will be allowed to continue in the class, or be required to withdraw. 3.Lab participation is required once a week.Lab is intended to provide opportunities to practice administration, scoring and interpretation.Information presented in the labs will be the responsibility of the student to learn independently, if the student misses a lab section.Students will need to present test protocols and data to the teaching assistants for supervision in a timely way prior to completing their assignments. 4.Timely and competent completion of class assignments. 5.Accurate and ethical use of tests (including adherence to Alliant/CSPP policies and informed consent) as well as TA clearance for administration of the WISC-IV and WAIS-IV. 6.Accuracy and thoroughness of written reports and case presentation to the class. 7.Grading Breakdown: 15%Class attendance and participation 10%Lab attendance and lab assignments 25%Class homework assignments 1.Mental Status Exam 2.WISC-IV Protocol #1: CHILD1—find administration errors in class 3.WISC-IV practice/score/complete record form 4.WISC-IV Protocol #2: CHILD2—score and write up w/ hypotheses 5.Achievement test: WRAT-4 practice/score/write up 6.WJ-II or WIAT-II: practice/score 7.WAIS-IV Protocol #3: ADULT1—score/interpret -in class, then write up 8.WAIS-IV practice/score/complete record form 20%Child assessment: WISC-IV, WRAT-4, and 3 screens 20%Adult assessment: WAIS-IV, Comprehensive Achievement Test, and 2 screening measures 10%Case Presentation to class Extra Credit available (by arrangement) A-------- 90-100% B-------- 80-89% C-------- 70-79% (marginal pass or “some concern”) D/F----- 69% and below (fail or serious concerns) III.COURSE READINGS AND MATERIALS: A.REQUIRED READING LIST 1.Sattler, Jerome.(2008) Assessment of Children: Cognitive Foundations, Fifth Edition.Jerome M. Sattler, Publisher, Inc., San Diego 2.Flanagan & Kaufman, A (2004) Essentials of WISC-IV Assessment.NY:Wiley. 3.WAIS-IV, WISC-IV, and other manuals and test kits available from library. 4.Ethical Principals and Code of Conduct for Psychologists, American Psychological Association, http://www.apa.org/ethics/code2002.html 5.Reader compiled by professor B.RECOMMENDED READING LIST: 1.Groth-Marnat, G. (2003) Handbook of Psychological Assessment, 4th Edition.New York:Wiley 2.Sattler, J. (2009) Assessment with the WAIS–IV, sattlerpublisher.com 3.Kaufman, A.S.and Lichtenberger, E.O. (2002 or 2005) Assessing Adolescent and Adult Intelligence, 2nd Edition. Boston:Allyn and Bacon. 4.Kellerman, H. & Burry, A. (1997) Handbook of Psychodiagnostic Testing, 3rd Edition, Boston: Allyn and Bacon. 5.Gregory, R.J. (1999) Foundation of Intellectual Assessment: The WAIS-III and other tests in clinical practice.Boston: Allyn & Bacon 6.Mather, Wendling and Woodcock (2001) Essentials of WJIII Tests of Achievement Assessment Wiley and Sons, N.J. ORLichtenberger, Elizabeth O, Donna Smith (2005) Essentials of WIAT-II and KTEA-II Assessment Wiley and Sons, N.J. 6.Lichtenberger, Mather, Kaufman (2004) Essentials of Assessment Report Writing. NY:Wiley IV.POLICIES AND PROCEDURES: 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as courtesy and to check for assignments.See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf) 2.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments/papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. 3. Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 4.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. 5.Evaluation of Students’ Professional Development and Functioning In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs.This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). 6.Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 Classes ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services. 7.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 8.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. 9.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. 10. IRB policy [if applicable] COURSE SCHEDULE (subject to revision) * denotes readings in course reader Class 1Introduction, course overview and logistics—lab assignments 8/31The practice of assessment: professional, legal and ethical issues APA (2003) Ethical Principles of Psychologists and Code of Conduct Clinical interview, mental status, and behavioral observations
*Groth-Marnat, G. (2003) Handbook of Psychological Assessment.Chapter 3: The assessment interview.
*Gregory, R. Fundamentals of Intellectual Assessment. Chapter 1:Introduction to Intellectual Assessment
*Greenspan, S., The Clinical Interview of the Child, Chapter 2: Observation of the Child
*Greenspan, S., The Clinical Interview of the Child, Chapter 5: Conducting the Interview
Sattler, J. (2008)Assessment of Children: Cognitive Foundations.Chapter 3: Ethical, Legal, and Professional Issues.
Assignment:One Mental Status Exam given and written up with behavioral observations due to TA next week.Read through Ethical Principles and Code of Conduct online (see above link under reading list). Acquire your books and reader Class 2Theories of intelligence and history of cognitive assessment 9/14 Review of some statistics: Norms, standardization, reliability and validity. Bias, Multicultural issues.Assessing intellectual/cognitive abilities: Wechsler Scales
Sattler, J. (2008) Assessment of Children: Cognitive Foundations.1, 2, and 5; Chapter 7: Historical Survey and Theories of Intelligence and Chapter 8: Development and Measurement of Intelligence
*Sternberg, R and Grigorenko, E.“Ability Testing Across Cultures” in Handbook of Multicultural Assessment, 2nd Ed.Suzuki, Ponterotto & Meller, editors (2001)
WISC-IV Administration and Scoring Manual: Forward, Introduction, and Revisions of the Scale.
WISC-IV Technical Manual: Introduction.
Assignment: Go to the library and check out the WISC-IV.Look through the test materials, record form and the manuals.Start practicing administration with peers and in the TA lab.Continue practicing so you are very familiar with the WISC-IV by the time of your clearance with your TA by lab on week 5. Class 3Wechsler Intelligence Scale for Children-IV (WISC-IV): Introduction and 9/21Administration--Norms, testing procedures, rapport, observation Identify administration errors and score WISC-IV protocol #1 "CHILD1"
Sattler, J. (2008) Assessment of Children: Cognitive Foundations.Chapter 4, 9 and 10
Flanagan & Kaufman, A (2004) Essentials of WISC-IV Assessment.Chapters 1, 2 and 3.
*WISC-IV packet.
5.WISC-IV Administration and Scoring Manual: General testing considerations, and directions for administration and scoring. Assignment: Keep practicing administration and scoring—bring questions to lab or to class.Administer and score complete WISC-IV to buddy or other student (instruct them to try to be a certain age child with certain strengths and weaknesses) and turn in to buddy, TA for corrections first, then turn in to Dr. Gambetti – due next class.Line up first subject to be given first assessment. Class 4WISC-IV continued: scoring, interpretation and generating hypotheses 9/28Interpretive steps: interpretive worksheets, cluster analysis and shared abilities Synthesis of results with context, history, and behavioral observations Cultural/ethical considerations in interpretation
Sattler, J. (2008) Assessment of Children: Cognitive Foundations.Chapter 11
Interpretive Worksheet in WISC-IV Essentials book
Lichtenberger, et al (2005) Essentials of Assessment Report Writing
Assignment:Write up for second WISC-IV protocol CHILD2:Write results, discussion (interpretive questions and hypotheses) and recommendations sections – due next week. Score WISC-IV Protocol #2 “CHILD2” and complete record form. Hypotheses and interpretation due 3/6 in class Class 5WISC-IV interpretation: Generating hypotheses continued 10/5Introduction to Achievement Testing Screener: WRAT-4
Kaufman, A and Flanagan, D. (2004) Essentials of WAIS-III Assessment.Chapter 5 and 6
2.*Pope, K.“Fallacies & Pitfalls in Psychological Assessment: 7 Examples” (2003) 3.WRAT-4 manual: administration, scoring and interpretation Assignment:Get clearance from TA to test your first subject Administer WRAT-4 to buddy, score with buddy, write up, and turn in to TA on 3/6 First volunteer subject:Administer WISC-IV and WRAT-4 achievement test and 2 screening measures to Volunteer subject (must be between ages 6 and 16).You will need at least two sessions to do all the testing.Interview parent (s) or caregiver is a separate clinical interview. You will have 4 weeks to complete this first assessment—scoring due to TA on 10/26, report due to TA 11/9. Class 6The battery approach: testing hypotheses, choosing additional screening measures 10/12Categories of cognitive functioning and screening tests for cognitive impairment Attention/concentration, sensory/perceptual, psychomotor speed, memory, language, drawing/constructional tests (visual-spatial), and higher cognitive functions: Screens for Children and Screens for Adults. Cognistat, Trailmaking, Beery VMI, Bender Gestalt, Peabody Picture Vocabulary Test, Memory & Learning—CMS-III/WMS-III, WRAML, Behavior Scales, Attention-Deficit Scales, CDI, BDI.
*Gregory, R. Fundamentals of Intellectual Assessment. Chapter 3: Introduction to Brain-Behavior Relationships and Chapter 6: Screening Tests for Cognitive Impairment
*Greenfield, P. (1997) “You can't take it with you: Why ability assessments don't cross cultures.”
Groth-Marnat, G. (2003) Handbook of Psychological Assessment (in library resource for alternative measures and screening measures).
Assignment:Continue assessment #1. Class 7WAIS-IV:Introduction, administration, and scoring 10/19Assessment of Adults
WAIS-IV manual
*Power point presentation on WAIS-IV
Assignment:Administer and score WAIS-IV with buddy or friend.Turn in protocol to TA for scoring and administration corrections.Score practice protocol ADULT1 handed out in class—bring next class with interpretive hypotheses- will be discussed in class. Class 8WAIS-IV:Interpretation, interpretive worksheet, and generating hypotheses
Sattler, J. (2008) Assessment of Children: Cognitive Foundations.Chapter 19
Example Reports
Assignment:Write report for ASSESSMENT #1. Line up 2nd volunteer subject– adult or adolescent (between 17-90).You will need at least two sessions to do all the testing (one for WAIS-IV, one for comprehensive achievement test + screening measures). You will have 3 weeks to administer and score this assessment, which includes clinical interview, mental status exam, behavioral observations, WAIS-IV, Comp Ach Test + 2 screening measures.
Class 9WAIS-IV interpretation continued.
11/2Introduction to Achievement Testing: single-subject, multiple-subject, screening, and comprehensive tests (WIAT-II and WJ-III: ACH)
Learning Disabilities legal definitions and identification summary
1.REC:Sattler, J. (2001) Assessment of Children: Cognitive Applications.Table 3-1: Terms associated with Federal laws related to children with disabilities
2.REC:Sattler, J.M. & Hoge, R.D. (2005) Assessment of Children: Behavioral, Social and Clinical Foundations Chapters 14-17.
*Flanagan, D. et al.(2006) Selections from The Achievement Test Desk Reference: A Guide to
Learning Disability Identification, 2nd Ed.Wiley Assignment:Practice comprehensive achievement test with buddy and learn scoring (WIAT-II, WJ-III: ACH – alternatives would be KTEA or PIAT-R).Work on Assessment #2. Class 10Assessment of mental retardation, adaptive behavior, and giftedness 11/9Cultural, ethnic, language and disability issues Assessment of Attention-Deficit Hyperactivity Disorder (ADHD) Vineland Adaptive Behavior Scales Assignment:Work on assessment #2.Trade protocols with buddy to check scoring before giving to your TA. Begin interpretation process, complete an interpretive worksheet, start report. Class 11Pulling it all together: integration and synthesis of assessment results
11/16Report writing and professional standards--Providing results to patients and families
Case Examples
Lichtenberger, et al (2005) Essentials of Assessment Report Writing
*Berg, M. The feedback process in diagnostic psychological testing. Bulletin of the Menninger Clinic
*Pope, K. (1992) Responsibilities in providing psychological test feedback to clients.
Class 12Case examples
11/23Special topics and questions Assignment: Prepare 20-minute presentation to class: Choose to present adult or child assessment for a case presentation to class.Prepare summary of scores sheet, brief summary and copy for each person in class and instructor. Class 13Case presentations and discussion 11/30Report draft due to TA for feedback Class 14 12/7Case presentations and discussion Class 15Case presentations and discussion 12/14Final report for Assessment #2 DUE ASSIGNMENTS: [NOTE:Most of your assignments must go to your TA first.TAs will try to get the assignment back to you in 1 week.Please make sure you understand that this course requires that you are doing multiple assignments over the same period of time.]
Intellectual Assessment
PSY 6501
Fall 2009
Roberta Gambetti, PhD
LAB
Class
Assignment
Description
Due to TA week of:
Due to Dr. Gambetti:
Mental Status Exam
MSE with buddy/friend written up
9/14
9/21
Protocol "CHILD1"
Score and find administration errors
9/21
Practice WISC-IV
WISC-IV administered to buddy & score have buddy check scoring before TA
9/28
10/05
Protocol "CHILD2"
Scored, interpretive worksheet, hypotheses and written up (max 5 pgs)
10/12
Practice WRAT-4
Administer WRAT-4, score, write up
10/12
10/26
ASSESSMENT #1 WISC-IV assessment
Clinical interview/play int’v, obs/mse, WISC-IV, WRAT-4 + 2 screens written up in report format
Scoring due 10/26
Report due: 11/09
Report with forms: 11/23
Practice WAIS-IV
practice administration w/ buddy/friend scored & record form filled out
10/26
11/09
Protocol ADULT1
WAIS-IV Scored & interp wksheet
10/26 (in class)
WIAT-II or WJ-III: ACH
admin & score comprehensive achieve test
11/09
11/23
ASSESSMENT #2
Clinical interview, obs/mse, WAIS-IV, comprehensive achievement test (same as one practiced) + 2 screens results, interpretation and summary
Scoring: 11/09
report & all forms 12/07
Draft:11/23
Case Presentation, 20 minutes, Choose either your Adult or Child case bring copies of addendum of scores and profile pages from WAIS-IV or WISC-IV.
Wk 13, 14, 15
LAB SCHEDULE – FALL 2009 Lab 1: labs—find out your lab placement, TA, and room assignment. Discuss how to find subjects (one adult over 17 and one child between ages 6 and 16). Mental Status Exam Lab 2:WISC-IV practice:administration and scoring Discuss working with subjects, setting, timing, etc Lab 3:More practice with WISC-IV – administration and scoring Lab 4:WISC-IV – More scoring and begin interpretation – practice interpretive worksheets TA clearance for readiness to test first subject this lab or next. Lab 5:Last Class for TA clearance to test first subject WISC-IV interpretation: Using Interpretive Worksheets, cluster analysis and shared abilities worksheet.Generating hypotheses Lab 6:Practice WRAT-4 and discuss scoring and how to interpret and write up achievement testing results.Explore screening measures Lab 7:WAIS-IV:administration and scoring Lab 8:WAIS-IV:interpretation and hypotheses Lab 9:Practice Comprehensive Achievement Tests (WIAT-II and WJ-III): administration, scoring and interpretation.Check scoring with buddy and TA. Lab 10:Scoring & Interpretation – WAIS-IV Hypotheses generating and screening measures Help students choose which case to present (assessment #1 or assessment #2). Lab 11:Begin to meet individually as needed.How to synthesize history, observations, results.Review interpretation, hypothesis testing and report writing questions. Lab 12:Discuss cases and plan case presentation Case reviews and writing help Lab 13:Check scoring, interpretation, and hypotheses. Case reviews and writing help Lab 14:Case reviews and writing help GENERAL CONCERNS REGARDING ASSIGNMENTS: 1)Assignments must be turned in on time.If you are unable to hand in an assignment on time, you must let the instructor know prior to the due date to request an extension.If work deadlines are extended or delayed, it may result in an incomplete grade in the course.Please make every effort to stay on track as the work for this course requires a great deal of organization and focus. 2)Submit scored protocols and written assignments to your TA for review and revisions prior to the date they are due in class.You will need to make arrangements for quick turn-around time in order to meet the deadlines. 3)You will need to find one adult (ages 17 and up) and one child (ages 6-16) subject to test for this class.In selecting subjects, follow the policies stated in the Guidelines for Recruiting Testing Subjects for CSPP Assessment Courses, prepared by Gerald Michaels, Ph.D. and dated 4/92 (located near one-stop desk).Each subject must sign two copies of the consent form.The subject keeps one copy and the other is given to me with your assessment.Failure to provide informed consent prior to assessment is considered a serious ethical violation. 4)You must receive clearance from the TA that you are ready before administration of the WISC-IV to your volunteer subject.This clearance must be received by week 5. You must practice the test by yourself, with colleagues, and in lab prior to this clearance.Same expectations for the WAIS-IV. 5)Remove all identifying information prior to submitting test data and history.Disguise identities and places by speaking in general terms like "attends an urban public school" or "lives in Bay Area city" or "mother works in retail sales." 6)All written reports should be typed, double-spaced, and completed in a professional manner.You are expected to revise and edit your reports if indicated. 7)Keep a copy of all assignments for your own record, but all record forms turned in are to be publisher's originals (copyright laws prohibit copying of record forms). Below is an explanation regarding my expectations about reading: First of all, the reading is expected to be done for the Class it is listed.However, some students cannot make use of the reading without first having the instructional information in class.I asked that you each know your own style and follow what works best for you. Secondly, I asked that you look at the reading to see what is in it, what will be important to read fully, what you need to have as a resource, and otherwise skim through for general orientation. Finally, it is obvious that the more you are on top of the reading, the more you are able to participate in class discussion and to follow the material that I do cover.Also, I cannot possibly cover all the material and the reading fills in many, many gaps.Your ability to integrate this knowledge will be directly reflected in your work (class work, homework, reports, case presentations, etc).
One Beach Street, Suite 100
San Francisco, CA 94133
SYLLABUS
Course Title: Intellectual Assessment
Course Number: Psy 6501
Course Units: 2
School/College: Alliant International University/California School of Professional Psychology
Term/Year: Fall 2009
Location: San Francisco Campus
Day/Time: Monday 10-11:50 am
Lab: Monday 9-9:50
Instructor: Roberta Gambetti, Ph.D.
Office Location: Adjunct Faculty Office
Email and Phone: rgambetti@sbcglobal.net and (510) 612.7090 Office hours by appointment
Grading: Letter grade
Teaching Assistants: TBD
I. RATIONALE:
The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum. The first year Intellectual Assessment course introduces the G-1 student to Assessment. Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes or objectives.
This course helps in the fulfillment of the following PhD program learning outcome: To develop an understanding of psychological assessment, specifically assessment of cognitive functioning, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse populations.
1. Demonstrate proficiency in applying methods of psychological assessment, including clinical observation, tests of intelligence and achievement.
2. Interpret and synthesize findings from psychological tests and other data to produce a comprehensive narrative of findings, impressions and recommendations.
3. Demonstrate understanding of, and sensitivity to, the role of cultural factors in the diagnostic and evaluation process.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND ASSESSMENT:
- COURSE DESCRIPTION: This course will focus on the theory and practice of administration, scoring, and interpretation of current measures of intellectual and cognitive functioning, with special emphasis on the Wechsler Adult Intelligence Scale-IV (WAIS-IV) and the Wechsler Intelligence Scale for Children-IV (WISC-IV). Students will also be introduced to screening tests for the assessment of achievement, learning disabilities, adaptive behavior, memory and other cognitive functions. Issues and controversies regarding the concept of intelligence and the assessment of cognitive and intellectual functioning, particularly in diverse populations, will be addressed. Finally, the course will address the integration of clinical data and test results into a cogent case presentation and well-written psychological assessment report.
- PURPOSE OF THE COURSE: By the end of the course, students have an understanding of the basic concepts of psychological assessment and will be able to administer, score and interpret the WAIS-IV and WISC-IV. Students will be able to assess the need for and appropriate choice of additional measures to support hypotheses about an individual’s intellectual strengths and weaknesses. In addition, they will learn to write a cogent assessment report and make a well-prepared assessment case presentation to the class.
- SPECIFIC LEARNING OUTCOMES:
Specifically, upon completion of the course, students will have:1. The ability to understand concepts and methods of test construction.
2. The ability to administer an intellectual assessment, to interpret results, and based on the findings, complete a psychological report in an objective and accurate manner.
3. The ability to identify assessment tools appropriate to the clinical questions presented and to administer or arrange for the administration of an intellectual assessment battery tailored to these specific needs.
4. The ability to develop a diagnostic impression based on DSM-IV criteria from data obtained during intake interviews, from psychological testing, from review of prior treatment records, and/or from observations during psychological treatment sessions.
5. The ability to understand the effects of race, class culture and gender on assessment procedures and outcomes.
D. INSTRUCTIONAL STRATEGY:
This course involves lecture, reading, demonstration, practice, and discussion. There is a required 1 hour lab during which time teaching assistants will work with students on administration, scoring, and interpretation. Additional resources will be available online. Homework assignments and due dates are listed below.
- CLASS COMPONENT ON MULTICULTURAL AND INTERNATIONAL ISSUES:
This class is focused on the examination of multicultural issues such as race, class, gender, culture, and sexual orientation as they relate to assessment. International perspectives in the course are focused on the psychological experience of immigration as it relates to assessment of an individual. Readings, class discussion and assignments address these issues.F. DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS (see university policies below):
1. Class attendance and participation, including participation in class discussions and exercises.
2. Class attendance is expected. If you find it impossible to attend, please notify me by sending me an email to rgambetti@sbcglobal.net prior to the class you will miss. One missed class will be excused for circumstances beyond your control, however, when two or more classes are missed, it will be at the discretion of the instructor whether the student will be allowed to continue in the class, or be required to withdraw.
3. Lab participation is required once a week. Lab is intended to provide opportunities to practice
administration, scoring and interpretation. Information presented in the labs will be the responsibility of the student to learn independently, if the student misses a lab section. Students will need to present test protocols and data to the teaching assistants for supervision in a timely way prior to completing their assignments.
4. Timely and competent completion of class assignments.
5. Accurate and ethical use of tests (including adherence to Alliant/CSPP policies and informed
consent) as well as TA clearance for administration of the WISC-IV and WAIS-IV.
6. Accuracy and thoroughness of written reports and case presentation to the class.
7. Grading Breakdown:
15% Class attendance and participation
10% Lab attendance and lab assignments
25% Class homework assignments
1. Mental Status Exam
2. WISC-IV Protocol #1: CHILD1—find administration errors in class
3. WISC-IV practice/score/complete record form
4. WISC-IV Protocol #2: CHILD2—score and write up w/ hypotheses
5. Achievement test: WRAT-4 practice/score/write up
6. WJ-II or WIAT-II: practice/score
7. WAIS-IV Protocol #3: ADULT1—score/interpret -in class, then write up
8. WAIS-IV practice/score/complete record form
20% Child assessment: WISC-IV, WRAT-4, and 3 screens
20% Adult assessment: WAIS-IV, Comprehensive Achievement Test, and 2 screening measures
10% Case Presentation to class
Extra Credit available (by arrangement)
A-------- 90-100%
B-------- 80-89%
C-------- 70-79% (marginal pass or “some concern”)
D/F----- 69% and below (fail or serious concerns)
III. COURSE READINGS AND MATERIALS:
A. REQUIRED READING LIST
1. Sattler, Jerome. (2008) Assessment of Children: Cognitive Foundations, Fifth Edition. Jerome M. Sattler, Publisher, Inc., San Diego
2. Flanagan & Kaufman, A (2004) Essentials of WISC-IV Assessment. NY:Wiley.
3. WAIS-IV, WISC-IV, and other manuals and test kits available from library.
4. Ethical Principals and Code of Conduct for Psychologists, American Psychological Association, http://www.apa.org/ethics/code2002.html
5. Reader compiled by professor
B. RECOMMENDED READING LIST:
1. Groth-Marnat, G. (2003) Handbook of Psychological Assessment, 4th Edition. New York:Wiley
2. Sattler, J. (2009) Assessment with the WAIS–IV, sattlerpublisher.com
3. Kaufman, A.S.and Lichtenberger, E.O. (2002 or 2005) Assessing Adolescent and Adult Intelligence, 2nd Edition. Boston:Allyn and Bacon.
4. Kellerman, H. & Burry, A. (1997) Handbook of Psychodiagnostic Testing, 3rd Edition, Boston: Allyn and Bacon.
5. Gregory, R.J. (1999) Foundation of Intellectual Assessment: The WAIS-III and other tests in clinical practice. Boston: Allyn & Bacon
6. Mather, Wendling and Woodcock (2001) Essentials of WJIII Tests of Achievement Assessment Wiley and Sons, N.J. OR Lichtenberger, Elizabeth O, Donna Smith (2005) Essentials of WIAT-II and KTEA-II Assessment Wiley and Sons, N.J.
6. Lichtenberger, Mather, Kaufman (2004) Essentials of Assessment Report Writing. NY:Wiley
IV. POLICIES AND PROCEDURES:
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf)
2. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
3. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
4. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
5. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
6. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 Classes ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.
7. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
8. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
9. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
10. IRB policy [if applicable]
COURSE SCHEDULE (subject to revision)
* denotes readings in course reader
Class 1 Introduction, course overview and logistics—lab assignments
8/31 The practice of assessment: professional, legal and ethical issues
APA (2003) Ethical Principles of Psychologists and Code of Conduct
Clinical interview, mental status, and behavioral observations
- *Groth-Marnat, G. (2003) Handbook of Psychological Assessment. Chapter 3: The assessment interview.
- *Gregory, R. Fundamentals of Intellectual Assessment. Chapter 1: Introduction to Intellectual Assessment
- *Greenspan, S., The Clinical Interview of the Child, Chapter 2: Observation of the Child
- *Greenspan, S., The Clinical Interview of the Child, Chapter 5: Conducting the Interview
- Sattler, J. (2008) Assessment of Children: Cognitive Foundations. Chapter 3: Ethical, Legal, and Professional Issues.
Assignment: One Mental Status Exam given and written up with behavioral observations due to TA next week. Read through Ethical Principles and Code of Conduct online (see above link under reading list).Acquire your books and reader
Class 2 Theories of intelligence and history of cognitive assessment
9/14 Review of some statistics: Norms, standardization, reliability and validity.
Bias, Multicultural issues. Assessing intellectual/cognitive abilities: Wechsler Scales
- Sattler, J. (2008) Assessment of Children: Cognitive Foundations. 1, 2, and 5; Chapter 7: Historical Survey and Theories of Intelligence and Chapter 8: Development and Measurement of Intelligence
- *Sternberg, R and Grigorenko, E. “Ability Testing Across Cultures” in Handbook of Multicultural Assessment, 2nd Ed. Suzuki, Ponterotto & Meller, editors (2001)
- WISC-IV Administration and Scoring Manual: Forward, Introduction, and Revisions of the Scale.
- WISC-IV Technical Manual: Introduction.
Assignment: Go to the library and check out the WISC-IV. Look through the test materials, record form and the manuals. Start practicing administration with peers and in the TA lab. Continue practicing so you are very familiar with the WISC-IV by the time of your clearance with your TA by lab on week 5.Class 3 Wechsler Intelligence Scale for Children-IV (WISC-IV): Introduction and
9/21 Administration--Norms, testing procedures, rapport, observation
Identify administration errors and score WISC-IV protocol #1 "CHILD1"
- Sattler, J. (2008) Assessment of Children: Cognitive Foundations. Chapter 4, 9 and 10
- Flanagan & Kaufman, A (2004) Essentials of WISC-IV Assessment. Chapters 1, 2 and 3.
- *WISC-IV packet.
5. WISC-IV Administration and Scoring Manual: General testing considerations, and directions for administration and scoring.Assignment: Keep practicing administration and scoring—bring questions to lab or to class. Administer and score complete WISC-IV to buddy or other student (instruct them to try to be a certain age child with certain strengths and weaknesses) and turn in to buddy, TA for corrections first, then turn in to Dr. Gambetti – due next class. Line up first subject to be given first assessment.
Class 4 WISC-IV continued: scoring, interpretation and generating hypotheses
9/28 Interpretive steps: interpretive worksheets, cluster analysis and shared abilities
Synthesis of results with context, history, and behavioral observations
Cultural/ethical considerations in interpretation
- Sattler, J. (2008) Assessment of Children: Cognitive Foundations. Chapter 11
- Interpretive Worksheet in WISC-IV Essentials book
- Lichtenberger, et al (2005) Essentials of Assessment Report Writing
Assignment: Write up for second WISC-IV protocol CHILD2: Write results, discussion (interpretivequestions and hypotheses) and recommendations sections – due next week. Score WISC-IV Protocol #2 “CHILD2” and complete record form. Hypotheses and interpretation due 3/6 in class
Class 5 WISC-IV interpretation: Generating hypotheses continued
10/5 Introduction to Achievement Testing Screener: WRAT-4
- Kaufman, A and Flanagan, D. (2004) Essentials of WAIS-III Assessment. Chapter 5 and 6
2. *Pope, K. “Fallacies & Pitfalls in Psychological Assessment: 7 Examples” (2003)3. WRAT-4 manual: administration, scoring and interpretation
Assignment: Get clearance from TA to test your first subject
Administer WRAT-4 to buddy, score with buddy, write up, and turn in to TA on 3/6
First volunteer subject: Administer WISC-IV and WRAT-4 achievement test and 2 screening measures to Volunteer subject (must be between ages 6 and 16). You will need at least two sessions to do all the testing. Interview parent (s) or caregiver is a separate clinical interview. You will have 4 weeks to complete this first assessment—scoring due to TA on 10/26, report due to TA 11/9.
Class 6 The battery approach: testing hypotheses, choosing additional screening measures
10/12 Categories of cognitive functioning and screening tests for cognitive impairment
Attention/concentration, sensory/perceptual, psychomotor speed, memory, language, drawing/constructional tests (visual-spatial), and higher cognitive functions:
Screens for Children and Screens for Adults. Cognistat, Trailmaking, Beery VMI, Bender Gestalt, Peabody Picture Vocabulary Test, Memory & Learning—CMS-III/WMS-III, WRAML, Behavior Scales, Attention-Deficit Scales, CDI, BDI.
- *Gregory, R. Fundamentals of Intellectual Assessment. Chapter 3: Introduction to Brain-Behavior Relationships and Chapter 6: Screening Tests for Cognitive Impairment
- *Greenfield, P. (1997) “You can't take it with you: Why ability assessments don't cross cultures.”
- Groth-Marnat, G. (2003) Handbook of Psychological Assessment (in library resource for alternative measures and screening measures).
Assignment: Continue assessment #1.Class 7 WAIS-IV: Introduction, administration, and scoring
10/19 Assessment of Adults
- WAIS-IV manual
- *Power point presentation on WAIS-IV
Assignment: Administer and score WAIS-IV with buddy or friend. Turn in protocol to TA for scoringand administration corrections. Score practice protocol ADULT1 handed out in class—bring next class with interpretive hypotheses- will be discussed in class.
Class 8 WAIS-IV: Interpretation, interpretive worksheet, and generating hypotheses
10/26 Interpretive Methods (discuss adult protocol)
Assignment: Write report for ASSESSMENT #1.
Line up 2nd volunteer subject – adult or adolescent (between 17-90). You will need at least two sessions to do all the testing (one for WAIS-IV, one for comprehensive achievement test + screening measures). You will have 3 weeks to administer and score this assessment, which includes clinical interview, mental status exam, behavioral observations, WAIS-IV, Comp Ach Test + 2 screening measures.
Class 9 WAIS-IV interpretation continued.
11/2 Introduction to Achievement Testing: single-subject, multiple-subject, screening, and comprehensive tests (WIAT-II and WJ-III: ACH)
Learning Disabilities legal definitions and identification summary
1. REC: Sattler, J. (2001) Assessment of Children: Cognitive Applications. Table 3-1:Terms associated with Federal laws related to children with disabilities
2. REC: Sattler, J.M. & Hoge, R.D. (2005) Assessment of Children: Behavioral, Social and Clinical Foundations Chapters 14-17.
- *Flanagan, D. et al. (2006) Selections from The Achievement Test Desk Reference: A Guide to
Learning Disability Identification, 2nd Ed. WileyAssignment: Practice comprehensive achievement test with buddy and learn scoring (WIAT-II, WJ-III:
ACH – alternatives would be KTEA or PIAT-R). Work on Assessment #2.
Class 10 Assessment of mental retardation, adaptive behavior, and giftedness
11/9 Cultural, ethnic, language and disability issues
Assessment of Attention-Deficit Hyperactivity Disorder (ADHD)
Vineland Adaptive Behavior Scales
Assignment: Work on assessment #2. Trade protocols with buddy to check scoring before giving to your TA. Begin interpretation process, complete an interpretive worksheet, start report.
Class 11 Pulling it all together: integration and synthesis of assessment results
11/16 Report writing and professional standards--Providing results to patients and families
Case ExamplesClass 12 Case examples
11/23 Special topics and questionsAssignment:
Prepare 20-minute presentation to class: Choose to present adult or child assessment for a case presentation to class. Prepare summary of scores sheet, brief summary and copy for each person in class and instructor.
Class 13 Case presentations and discussion
11/30 Report draft due to TA for feedback
Class 14
12/7 Case presentations and discussion
Class 15 Case presentations and discussion
12/14 Final report for Assessment #2 DUE
ASSIGNMENTS:
[NOTE: Most of your assignments must go to your TA first. TAs will try to get the assignment back to you in 1 week. Please make sure you understand that this course requires that you are doing multiple assignments over the same period of time.]
week of:
have buddy check scoring before TA
hypotheses and written up (max 5 pgs)
WISC-IV assessment
WISC-IV, WRAT-4 + 2 screens
written up in report format
10/26
11/09
11/23
scored & record form filled out
(same as one practiced) + 2 screens
results, interpretation and summary
11/09
12/07
bring copies of addendum of scores and profile pages from WAIS-IV or WISC-IV.
LAB SCHEDULE – FALL 2009
Lab 1: labs—find out your lab placement, TA, and room assignment. Discuss how to find subjects (one adult over 17 and one child between ages 6 and 16).
Mental Status Exam
Lab 2: WISC-IV practice: administration and scoring
Discuss working with subjects, setting, timing, etc
Lab 3: More practice with WISC-IV – administration and scoring
Lab 4: WISC-IV – More scoring and begin interpretation – practice interpretive worksheets
TA clearance for readiness to test first subject this lab or next.
Lab 5: Last Class for TA clearance to test first subject
WISC-IV interpretation: Using Interpretive Worksheets, cluster analysis and shared abilities worksheet. Generating hypotheses
Lab 6: Practice WRAT-4 and discuss scoring and how to interpret and write up achievement testing results. Explore screening measures
Lab 7: WAIS-IV: administration and scoring
Lab 8: WAIS-IV: interpretation and hypotheses
Lab 9: Practice Comprehensive Achievement Tests (WIAT-II and WJ-III): administration, scoring and interpretation. Check scoring with buddy and TA.
Lab 10: Scoring & Interpretation – WAIS-IV
Hypotheses generating and screening measures
Help students choose which case to present (assessment #1 or assessment #2).
Lab 11: Begin to meet individually as needed. How to synthesize history, observations, results. Review interpretation, hypothesis testing and report writing questions.
Lab 12: Discuss cases and plan case presentation
Case reviews and writing help
Lab 13: Check scoring, interpretation, and hypotheses.
Case reviews and writing help
Lab 14: Case reviews and writing help
GENERAL CONCERNS REGARDING ASSIGNMENTS:
1) Assignments must be turned in on time. If you are unable to hand in an assignment on time, you must let the instructor know prior to the due date to request an extension. If work deadlines are extended or delayed, it may result in an incomplete grade in the course. Please make every effort to stay on track as the work for this course requires a great deal of organization and focus.
2) Submit scored protocols and written assignments to your TA for review and revisions prior to the date they are due in class. You will need to make arrangements for quick turn-around time in order to meet the deadlines.
3) You will need to find one adult (ages 17 and up) and one child (ages 6-16) subject to test for this class. In selecting subjects, follow the policies stated in the Guidelines for Recruiting Testing Subjects for CSPP Assessment Courses, prepared by Gerald Michaels, Ph.D. and dated 4/92 (located near one-stop desk). Each subject must sign two copies of the consent form. The subject keeps one copy and the other is given to me with your assessment. Failure to provide informed consent prior to assessment is considered a serious ethical violation.
4) You must receive clearance from the TA that you are ready before administration of the WISC-IV to your volunteer subject. This clearance must be received by week 5. You must practice the test by yourself, with colleagues, and in lab prior to this clearance. Same expectations for the WAIS-IV.
5) Remove all identifying information prior to submitting test data and history. Disguise identities and places by speaking in general terms like "attends an urban public school" or "lives in Bay Area city" or "mother works in retail sales."
6) All written reports should be typed, double-spaced, and completed in a professional manner. You are expected to revise and edit your reports if indicated.
7) Keep a copy of all assignments for your own record, but all record forms turned in are to be publisher's originals (copyright laws prohibit copying of record forms).
Below is an explanation regarding my expectations about reading:
First of all, the reading is expected to be done for the Class it is listed. However, some students cannot make use of the reading without first having the instructional information in class. I asked that you each know your own style and follow what works best for you.
Secondly, I asked that you look at the reading to see what is in it, what will be important to read fully, what you need to have as a resource, and otherwise skim through for general orientation.
Finally, it is obvious that the more you are on top of the reading, the more you are able to participate in class discussion and to follow the material that I do cover. Also, I cannot possibly cover all the material and the reading fills in many, many gaps. Your ability to integrate this knowledge will be directly reflected in your work (class work, homework, reports, case presentations, etc).